With the advancements of communication technologies and emerging online learning platforms, educational fields are at the foreground implementing technologies into teaching and learning. To date, studies on exploring teachers’ attitudes, conceptions, perspectives in conducting courses in educational reform are in paucity as majority of studies in this line focused on the impact of teaching efficacy. Therefore, it is worthwhile to review relevant research on teachers’ orientations towards new forms of teaching and learning. The two selected articles for this critique, added knowledge on teachers’ perceptions of learning and teaching in blended learning (BL) settings. [1] [2]

Ma Xiaoxiao. Using Narrative Inquiry to Explore teachers’ Perceptions of Blended Learning -- a Critique on Two Qualitative Studies. Frontiers in Educational Research (2020) Vol. 3 Issue 11: 107-110. https://doi.org/10.25236/FER.2020.031118.

[1] Mendieta, J., & Barkhuizen, G(2019). Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change . Computer Assisted Language Learning, vol.33,no.2,pp:1-21.
[2] Shelley, M., Murphy, L., & White, C. J(2013). Language teacher development in a narrative frame: The transition from classroom to distance and blended settings . System, vol.41,no.3,pp:560-574.
[3] Benson, P(2003). Narrative writing as method: Second language identity development in study abroad. In G. Barkhuizen (Ed.), Narrative research in applied linguistics [M]. Cambridge: Cambridge University Press,pp:244-264.
[4] Barkhuizen, G., & Wette, R(2008). Narrative frames for investigating the experiences of language teachers . System, vol.36,no.3,pp:372-387.
[5] Borg, S(2006). Teacher cognition and language education: research and practice. London: Continuum. pp:32-33.
[6] Swearingen A J 2019). Nonnative‐English‐speaking teacher candidates' language teacher identity development in graduate TESOL preparation programs: A review of the literature. TESOL Journal,  vol.10,no.4,pp:494.